UNIVERSITY OF MAINE AT FARMINGTON
COLLEGE OF EDUCATION, HEALTH AND REHABILITATION
LESSON PLAN FORMAT
Teacher’s Name: Elizabeth Bergeron Date of Lesson: #5
Grade Level: 9 Topic: Drugs
Objectives
-Students will understand that drugs and alcohol have many negative effects on their bodies.
-Students will understand the dangers of drugs and alcohol so that they do not engage in them and harm their bodies.
-Students will understand how to avoid peer pressure.
Maine Learning Results Alignment
Maine Learning Results: Health Education and Physical Education- C. Health Promotion and Risk Reduction
C1 Healthy Practices and Behaviors
Grade 9-Diploma
Students demonstrate healthy practices and/or behaviors to maintain or improve the health of self and others in each of the following areas: healthy eating; physical activity; tobacco, alcohol, and other drug use prevention, and prevention of STDs, HIV and unintended pregnancy.
Rationale: This lesson teaches students about different types of drugs, why they are harmful, and how to avoid peer pressure associated with drug use.
Assessment
Formative (Assessment for Learning): Students will first participate in the hook, which is watching an advertisement about smoking, then participating in a class discussion. Participation will be observed. Students will also compete a worksheet.
Summative (Assessment of Learning): The students’ final product will be their comic strips. They will be graded based on the rubric attached.
Integration
Technology- Students will be using Comic Life to create comics about resisting peer pressure.
Art- Students will be designing comic strips and encouraged to be as creative as possible.
Groupings
After the hook, there will be a group discussion involving the entire class. Students will complete a worksheet on their own, followed by a discussion consisting of groups of four. Groups will be assigned by counting off one through four. Students will choose to work alone or in pairs on their comics. If they choose to work with a partner, they will get together with them and start working on their comics.
Differentiated Instruction
Strategies:
Verbal- Students will discuss their thoughts on the video, plan their comics with their partners, and discuss their worksheets.
Spatial- Students will be using pictures to create their comics on Comic Life.
Bodily-kinesthetic- Students will move around the room to form groups.
Logical- Students will be presented with statistics on drug use.
Interpersonal- Students will participate in class discussions.
Intrapersonal- Students may work alone on their projects if they wish. Students will work alone on their worksheets.
Musical- The hook has a song in it.
Modifications/Accommodations:
I will review students’ IEPs, 504s or ELLIDEPs and make the appropriate modifications and accommodations. If students need help using Comic Life, I will make myself available to help. I will be aware that some students may feel uncomfortable with discussing drug use for various reasons, and will try to make all students feel as comfortable as possible.
Absent Students:
If students are absent, they are responsible for coming to me and getting the assignment. They will complete the worksheet on their own and give it to me the following day. They will work on their comics alone, and can come in for extra help if needed.
Extensions:
I will include Type II Technology by utilizing Comic Life to create comics. This provides more interactive way of creating comics than drawing them by hand.
Materials, Resources and Technology
Day 1:
My Laptop
LCD Projector/Screen
Video clip http://youtube.com/watch?v=JndtG8Y7yfw
Drugs worksheet
Comic worksheet/instructions
Laptops
Maine Standards for Initial Teacher Certification and Rationale
• Standard 3 - Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development.
Rationale:
This lesson meets different learning styles. It is organized, yet students are allowed freedom when choosing how they will design their comics and if they would like to work alone or with a partner. I will ensure that the environment is comfortable, and students will be encouraged to share their opinions about drugs. Students will be encouraged to interact with their peers, helping each other understand Comic Life and give each other ideas.
• Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.
Rationale:
In this lesson, many terms are discussed. Students will learn the effects of drugs on the body. They will learn about peer pressure and how to avoid it. Students will understand why drugs are dangerous and why it is most beneficial to stay away from them.
• Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.
Rationale:
This lesson uses a variety of ways to teach students. There will be class discussions, small group discussions, and time for individual thinking. Using Comic Life ties technology into this lesson plan.
Many multiple intelligences are met in this lesson through the use of my hook. The musical intelligence is met by the commercial being in a musical style. The spatial intelligence is met through watching the video clip. The verbal and interpersonal intelligences are met by discussing the tobacco commercial. Comic Life also covers the spatial intelligence. The intrapersonal intelligence is met by working alone on the worksheet. Bodily-kinesthetic is met by moving around to form groups, while the logical intelligence will be met through analyzing statistics on drug-use.
• Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.
Rationale:
This lesson uses many different assessment strategies. While one purpose of this lesson is to prepare students for the healthy choices test, other assessment strategies used. The students will pass in their worksheets completed in class for points. Also, their comics will be assessed based on a provided rubric. Participation will also be noted.
Teaching and Learning Sequence
Agenda:
-Attendance (5 minutes)
-Hook (2 minutes)
-Reflect on the video-class discussion (5 minutes)
-Introduce drugs, advertising, and peer pressure (pass out notes/students take notes) (30 minutes)
-Complete worksheets (10 minutes)
-Discuss worksheets in groups of 4 (10 minutes)
-Allow students to begin comic life project and choose partners (20 minutes)
Students will enter the class and sit at their desks, which will be arranged in rows. I will show students the hook, then lead a class discussion. Students will then take notes about drugs, and how advertising (tobacco) and peer pressure relate to them. After that, students will individually complete a worksheet that involves drug terminology. Students will then break into groups of 4 and discuss their answers. I will collect the worksheets, then introduce the Comic Life project. Students will choose to work with a partner or alone, then work on the project for the rest of class. Students will learn about different types of drugs, their effects on the body, and how to avoid peer pressure.
Students demonstrate healthy practices and/or behaviors to maintain or improve the health of self and others in each of the following areas: healthy eating; physical activity; tobacco, alcohol, and other drug use prevention, and prevention of STDs, HIV and unintended pregnancy.
What, Where, Why, Hook, Tailor: Verbal, Spatial, Interpersonal, Intrapersonal, Bodily-Kinesthetic, Logical, and Musical.
Students will begin to learn about drugs when I give them notes and discuss them in front of the class. Students will be encouraged to ask questions and give input during the lecture. By completing a worksheet on drug terminology, I will see if students understand the drugs we have talked about and their effects on the body. This will also be a valuable tool to help prepare them for the healthy choices exam. Their Comic Life project allows them to think about what they have learned in this lesson and artistically make a statement about peer pressure.
Equip, Tailor: Verbal, Spatial, Interpersonal, and Intrapersonal.
The students will explore their knowledge about drugs through a worksheet and discussions. They will have a lot of time to go back and change their comic strips before they are presenting them. After the students present their comics, they will be encouraged to print out some copies and give them to younger students (as a sort of service learning project).
Explore, Experience, Rethink, Revise, Tailor: Verbal, Interpersonal, and Intrapersonal.
I will provide feedback to students by grading their worksheets, and clarifying questions that may come up. All of the information from this lesson will be on their exam at the end of the unit. I will also provide feedback to their comics, as well as having the class comment on each other’s comics.
Evaluate, Tailor: Verbal, Interpersonal, and Intrapersonal
COLLEGE OF EDUCATION, HEALTH AND REHABILITATION
LESSON PLAN FORMAT
Teacher’s Name: Elizabeth Bergeron Date of Lesson: #5
Grade Level: 9 Topic: Drugs
Objectives
-Students will understand that drugs and alcohol have many negative effects on their bodies.
-Students will understand the dangers of drugs and alcohol so that they do not engage in them and harm their bodies.
-Students will understand how to avoid peer pressure.
Maine Learning Results Alignment
Maine Learning Results: Health Education and Physical Education- C. Health Promotion and Risk Reduction
C1 Healthy Practices and Behaviors
Grade 9-Diploma
Students demonstrate healthy practices and/or behaviors to maintain or improve the health of self and others in each of the following areas: healthy eating; physical activity; tobacco, alcohol, and other drug use prevention, and prevention of STDs, HIV and unintended pregnancy.
Rationale: This lesson teaches students about different types of drugs, why they are harmful, and how to avoid peer pressure associated with drug use.
Assessment
Formative (Assessment for Learning): Students will first participate in the hook, which is watching an advertisement about smoking, then participating in a class discussion. Participation will be observed. Students will also compete a worksheet.
Summative (Assessment of Learning): The students’ final product will be their comic strips. They will be graded based on the rubric attached.
Integration
Technology- Students will be using Comic Life to create comics about resisting peer pressure.
Art- Students will be designing comic strips and encouraged to be as creative as possible.
Groupings
After the hook, there will be a group discussion involving the entire class. Students will complete a worksheet on their own, followed by a discussion consisting of groups of four. Groups will be assigned by counting off one through four. Students will choose to work alone or in pairs on their comics. If they choose to work with a partner, they will get together with them and start working on their comics.
Differentiated Instruction
Strategies:
Verbal- Students will discuss their thoughts on the video, plan their comics with their partners, and discuss their worksheets.
Spatial- Students will be using pictures to create their comics on Comic Life.
Bodily-kinesthetic- Students will move around the room to form groups.
Logical- Students will be presented with statistics on drug use.
Interpersonal- Students will participate in class discussions.
Intrapersonal- Students may work alone on their projects if they wish. Students will work alone on their worksheets.
Musical- The hook has a song in it.
Modifications/Accommodations:
I will review students’ IEPs, 504s or ELLIDEPs and make the appropriate modifications and accommodations. If students need help using Comic Life, I will make myself available to help. I will be aware that some students may feel uncomfortable with discussing drug use for various reasons, and will try to make all students feel as comfortable as possible.
Absent Students:
If students are absent, they are responsible for coming to me and getting the assignment. They will complete the worksheet on their own and give it to me the following day. They will work on their comics alone, and can come in for extra help if needed.
Extensions:
I will include Type II Technology by utilizing Comic Life to create comics. This provides more interactive way of creating comics than drawing them by hand.
Materials, Resources and Technology
Day 1:
My Laptop
LCD Projector/Screen
Video clip http://youtube.com/watch?v=JndtG8Y7yfw
Drugs worksheet
Comic worksheet/instructions
Laptops
Maine Standards for Initial Teacher Certification and Rationale
• Standard 3 - Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development.
Rationale:
This lesson meets different learning styles. It is organized, yet students are allowed freedom when choosing how they will design their comics and if they would like to work alone or with a partner. I will ensure that the environment is comfortable, and students will be encouraged to share their opinions about drugs. Students will be encouraged to interact with their peers, helping each other understand Comic Life and give each other ideas.
• Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.
Rationale:
In this lesson, many terms are discussed. Students will learn the effects of drugs on the body. They will learn about peer pressure and how to avoid it. Students will understand why drugs are dangerous and why it is most beneficial to stay away from them.
• Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.
Rationale:
This lesson uses a variety of ways to teach students. There will be class discussions, small group discussions, and time for individual thinking. Using Comic Life ties technology into this lesson plan.
Many multiple intelligences are met in this lesson through the use of my hook. The musical intelligence is met by the commercial being in a musical style. The spatial intelligence is met through watching the video clip. The verbal and interpersonal intelligences are met by discussing the tobacco commercial. Comic Life also covers the spatial intelligence. The intrapersonal intelligence is met by working alone on the worksheet. Bodily-kinesthetic is met by moving around to form groups, while the logical intelligence will be met through analyzing statistics on drug-use.
• Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.
Rationale:
This lesson uses many different assessment strategies. While one purpose of this lesson is to prepare students for the healthy choices test, other assessment strategies used. The students will pass in their worksheets completed in class for points. Also, their comics will be assessed based on a provided rubric. Participation will also be noted.
Teaching and Learning Sequence
Agenda:
-Attendance (5 minutes)
-Hook (2 minutes)
-Reflect on the video-class discussion (5 minutes)
-Introduce drugs, advertising, and peer pressure (pass out notes/students take notes) (30 minutes)
-Complete worksheets (10 minutes)
-Discuss worksheets in groups of 4 (10 minutes)
-Allow students to begin comic life project and choose partners (20 minutes)
Students will enter the class and sit at their desks, which will be arranged in rows. I will show students the hook, then lead a class discussion. Students will then take notes about drugs, and how advertising (tobacco) and peer pressure relate to them. After that, students will individually complete a worksheet that involves drug terminology. Students will then break into groups of 4 and discuss their answers. I will collect the worksheets, then introduce the Comic Life project. Students will choose to work with a partner or alone, then work on the project for the rest of class. Students will learn about different types of drugs, their effects on the body, and how to avoid peer pressure.
Students demonstrate healthy practices and/or behaviors to maintain or improve the health of self and others in each of the following areas: healthy eating; physical activity; tobacco, alcohol, and other drug use prevention, and prevention of STDs, HIV and unintended pregnancy.
What, Where, Why, Hook, Tailor: Verbal, Spatial, Interpersonal, Intrapersonal, Bodily-Kinesthetic, Logical, and Musical.
Students will begin to learn about drugs when I give them notes and discuss them in front of the class. Students will be encouraged to ask questions and give input during the lecture. By completing a worksheet on drug terminology, I will see if students understand the drugs we have talked about and their effects on the body. This will also be a valuable tool to help prepare them for the healthy choices exam. Their Comic Life project allows them to think about what they have learned in this lesson and artistically make a statement about peer pressure.
Equip, Tailor: Verbal, Spatial, Interpersonal, and Intrapersonal.
The students will explore their knowledge about drugs through a worksheet and discussions. They will have a lot of time to go back and change their comic strips before they are presenting them. After the students present their comics, they will be encouraged to print out some copies and give them to younger students (as a sort of service learning project).
Explore, Experience, Rethink, Revise, Tailor: Verbal, Interpersonal, and Intrapersonal.
I will provide feedback to students by grading their worksheets, and clarifying questions that may come up. All of the information from this lesson will be on their exam at the end of the unit. I will also provide feedback to their comics, as well as having the class comment on each other’s comics.
Evaluate, Tailor: Verbal, Interpersonal, and Intrapersonal